Curriculum Vitae (as of August 2024) Name: David Wayne Stinson – Google Scholar; Academic Edu; ResearchGate; ScholarWorks@GSU Present Rank: Professor (Retired May 2024) Tenure Status: Tenured Graduate Faculty Status: Expires 2027 Department: Middle and Secondary Education: Unit – Mathematics Education; Institute for Women’s, Gender, and Sexualities Studies Affiliated Faculty (2007–) Effective Date of Last Promotion: August 2017 EDUCATION AND PROFESSIONAL EXPERIENCE Educational Institutions The University of Georgia, Athens, Georgia Doctor of Philosophy—Mathematics Education 2004 Dissertation: African American Male Students and Achievement in School Mathematics: A Critical Postmodern Analysis of Agency, Committee: Drs. Denise Spangler Mewborn (Chair), Jerome E. Morris, George M. A. Stanic, Paola Sztajn, and Dorothy Y. White Educational Leadership Add-on—2004 Interdisciplinary Qualitative Studies Certificate—2004 Georgia State University, Atlanta, Georgia Master of Education—Mathematics Education 1999 Post-baccalaureate (108 quarter hours)—Mathematics (and Teacher Certification) 1995 Bachelor of Business Administration—Marketing 1985 Certificates State of Georgia Educator Certificate, Mathematics (6–12)—Level 7 (expires 2025) State of Georgia Educator Certificate, Educational Leadership (P–12)—Level 7 (expires 2025) The University of Georgia Interdisciplinary Qualitative Studies Certificate Professional Employment History 2017–2024 Georgia State University, Atlanta, GA Position: Professor (Retired May 3, 2024; end of academic contract 2023-24), College of Education and Human Development: Department of Middle and Secondary Education: Unit – Mathematics Education 2010–2017 Georgia State University, Atlanta, GA Position: Associate Professor, College of Education and Human Development: Department of Middle and Secondary Education: Unit – Mathematics Education Stinson – Curriculum Vitae 2004–2010 Georgia State University, Atlanta, GA Position: Assistant Professor, College of Education: Department of MiddleSecondary Education and Instructional Technology: Unit – Mathematics Education 2000–2004 The University of Georgia, Athens, GA Position: Graduate Research Assistant, College of Education: Department of Mathematics Education 1995–2000 Fulton County School System, Atlanta, GA Positions: Secondary Mathematics Teacher, Westlake High School – Mathematics and Science Magnet, February 1996–July 2000; Secondary Mathematics Student Teacher, Chattahoochee High School, August 1995–December 1995 1990–1992 Jerell, Inc., Dallas, TX (women’s apparel manufacturer) Position: Sales Representative; Territory: Georgia and Alabama 1989–1990 Gaspararilla Designs, Boca Grande, FL (home interior design store) Position: Co-owner 1988–1989 Bell South Advertising and Publishing, Inc., Savannah, GA Position: Sales Representative; Territory: South Georgia (Augusta, Brunswick, Savannah) 1980–1987 Rich’s Department Store, Inc., Atlanta, GA, Division of Federated Department Stores, Inc., Cincinnati, OH Positions: Assistant Buyer, Sales Manager, and Head of Sales RESEARCH AND SCHOLARLY ACTIVITY Scholarly Writings in Journals, Books, Monographs, Reviews, and Proceedings (+ work with students) Published Articles Stinson, D. W., Subramanian, J., & Yeh, C. (2023). Calling for critical interrogations of white supremacy and settler colonialism in mathematics education research: Getting in “good trouble, necessary trouble” [Special issue]. Prometeica: Journal of Philosophy and Science, 27, 231–240. https://periodicos.unifesp.br/index.php/prometeica/article/view/15288/10894 (contribution: Stinson 40%, Subramanian 30%, Yeh 30%; invited; peer reviewed; international) Hunter, J. G., & Stinson, D. W. (2021). Caring in mathematics classrooms: Lessons learned from Black male students and a Black male teacher. Mathematics Teaching, 279, 21–24. https://www.atm.org.uk/write/MediaUploads/Journals/MT279/06.pdf (contribution: Hunter 50%, Stinson 50%; invited; editorial team reviewed; international) + Stinson, D. W., & Potts, D. W. (2021). Exploring the self-empowering uncertainties of teaching mathematics for social justice: Narratives from a teacher educator and a classroom teacher. Curriculum and Teaching Dialogue, 23(1-2), 21–35. https://www.proquest.com/openview/e31a72455573fcfc73de3f5db464a62b/1?pqorigsite=gscholar&cbl=29703 (contribution: Stinson 50%, Potts 50%; peer reviewed; national) + 2 Stinson – Curriculum Vitae 3 Stinson, D. W. (2020). Scholars before researchers: Philosophical considerations in the preparation of mathematics education researchers. Philosophy of Mathematics Education Journal, 36, 1–18. http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/pome36/index.ht ml (editor reviewed; international) Stinson, D. W. (2020). Philosophical considerations always already entangled in mathematics education research [Special issue]. Mathematics Teaching–Research Journal, 12(2), 8–23. https://commons.hostos.cuny.edu/mtrj/wp-content/uploads/sites/30/2020/09/v12n2 (invited; peer reviewed; national) Hunter, J. G., & Stinson, D. W. (2019). A mathematics classroom of caring among a Black male teacher and Black male students. Curriculum and Teaching Dialogue, 21(1-2), 21–34. https://search.proquest.com/openview/82c20812cee7db035b3cf02a565586fb/1?pqorigsite=gscholar&cbl=29703 (contribution: Hunter 60%, Stinson 40%; peer reviewed; national) + Hughes, P. T., Auslander, S. L., Stinson, D. W., & Fortner, C. K. (2019). Elementary teachers’ beliefs about mathematics and mathematics anxiety: How do they shape instructional practices? School Science and Mathematics, 119(4), 213–222. https://doi.org/10.1111/ssm.12329 (contribution: Hughes 40%, Auslander 30%, Stinson 20%, Fortner 10%; peer reviewed; national) + Stinson, D. W. (2018). Celebrating a decade of critical mathematics education knowledge dissemination: A movement of people revolutionaries [Editorial; Special issue]. Journal of Urban Mathematics Education, 11(1-2), 1–6. https://doi.org/10.21423/jume-v11i1-2a353 (editorial team reviewed; national) Stinson, D. W. (2018). Athletic shoe companies, supreme court nominations, child–parent separations, and mathematics: They do indeed go together! New England Mathematics Journal, 51(2), 7–16. https://www.academia.edu/38223050 (invited; peer reviewed; regional) Stinson, D. W. (2017). Beyond White privilege: Toward White supremacy and settler colonialism in mathematics education [Editorial]. Journal of Urban Mathematics Education, 10(2), 1–7. https://doi.org/10.21423/jume-v10i2a348 (editorial team reviewed; national) Stinson, D. W. (2017). In search of defining ethics in (mathematics) education research? [Editorial]. Journal of Urban Mathematics Education, 10(1), 1–6. https://doi.org/10.21423/jume-v10i1a336 (editorial team reviewed; national) Stinson, D. W. (2016). Absence of diversity in collegiate upper-level mathematics classrooms: Perpetuating the “White male math myth” [Editorial]. Journal of Urban Mathematics Education, 9(2), 1–4. https://doi.org/10.21423/jume-v9i2a316 (editorial team reviewed; national) Stinson, D. W. (2016). Contributing a commentary to JUME: Keeping things going while they are still stirring [Editorial]. Journal of Urban Mathematics Education, 9(1), 1–6. https://doi.org/10.21423/jume-v9i1a308 (editorial team reviewed; national) Stinson, D. W. (2016). Dewey, Freire, and Foucault and an ever-evolving philosophy of (mathematics) education. Journal of Research in Curriculum & Instruction, 20(2), 70–78. https://scholarworks.gsu.edu/mse_facpub/39/ (invited; peer reviewed; international) Stinson – Curriculum Vitae 4 Jett, C. C., Stinson, D. W., & Williams, B. A. (2015). Communities for and with Black male students: Four strategies can be effective in creating supportive learning environments [Focus issue – Creating Classroom Communities]. Mathematics Teacher, 109(4), 284–289. https://doi.org/10.5951/mathteacher.109.4.0284 (contribution: Jett 40%, Stinson 40%, Williams 20%; invited; peer reviewed; national) + Stinson, D. W., & Bullock, E. C. (2015). Critical postmodern methodology in mathematics education research: Promoting another way of thinking and looking. Philosophy of Mathematics Education Journal [25th Anniversary issue], 29, 1–18. http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/pome29/index.ht ml (contribution: Stinson 50%, Bullock 50%; editor reviewed; international) + Stinson, D. W. (2015). The journal handbook for research on urban mathematics teaching and learning: A resource guide for the Every Student Succeeds Act of 2015 [Editorial]. Journal of Urban Mathematics Education, 8(2), 1–10. https://doi.org/10.21423/jume-v8i2a293 (editorial team reviewed; national) Stinson, D. W. (2015). Reviewing for JUME: Advancing the field of Urban Mathematics Education [Editorial]. Journal of Urban Mathematics Education, 8(1), 10–13. https://doi.org/10.21423/jumev8i1a272 (editorial team reviewed; national) Stinson, D. W. (2014). Teaching mathematics for social justice: An ethical and moral imperative? [Editorial]. Journal of Urban Mathematic Education, 7(2), 1–5. https://doi.org/10.21423/jumev7i2a252 (editorial team reviewed; national) Stinson, D. W. (2013). Negotiating the “White male math myth”: African American male students and success in school mathematics [Special issue]. Journal for Research in Mathematics Education, 44(1), 69–99. https://doi.org/10.5951/jresematheduc.44.1.0069 (invited; peer reviewed; national) Stinson, D. W. (2013). On being a hardliner on issues of race and culture in mathematics education research [Editorial]. Journal of Urban Mathematics Education, 6(2), 1–6. https://doi.org/10.21423/jume-v6i2a222 (editorial team reviewed; national) Stinson, D. W., & Spencer, J. A. (2013). Conversations about privilege and oppression in mathematics education [Editorial; Special issue]. Journal of Urban Mathematics Education, 6(1), 1– 5. https://doi.org/10.21423/jume-v6i1a211 (contribution: Stinson 50%, Spencer 50%; editorial team reviewed; national) Stinson, D. W., & Bullock, E. C. (2012). Critical postmodern theory in mathematics education research: A praxis of uncertainty [Special issue]. Educational Studies in Mathematics, 80(1-2), 41– 55. https://doi.org/10.1007/s10649-012-9386-x (contribution: Stinson 50%, Bullock 50%; peer reviewed; international) + Stinson, D. W., Bidwell, C. R., & Powell, G. C. (2012). Critical pedagogy and teaching mathematics for social justice. The International Journal of Critical Pedagogy, 4(1), 76–94. http://libjournal.uncg.edu/ojs/index.php/ijcp/article/view/302/263 (contribution: Stinson 50%, Bidwell 25%, Powell 25%; peer reviewed; international) + Stinson – Curriculum Vitae 5 Leonard, J., Davila, E., & Stinson, D. W. (2012). Beyond the numbers: A Benjamin Banneker Association conference series [Special issue]. Journal of Urban Mathematics Education, 5(1), 8–20. https://doi.org/10.21423/jume-v5i1a168 (contribution: Stinson 50%, Leonard 35%, Davila 15%; invited; editorial team reviewed; national) Stinson, D. W. (2012). Mathematics educators and the “math wars”: Who controls the discourse? [Editorial]. Journal of Urban Mathematics Education, 5(2), 1–5. https://doi.org/10.21423/jumev5i2a190 (editorial team reviewed; national) Stinson, D. W. (2011). When the “burden of acting White” is not a burden: School success and African American male students. The Urban Review, 43(1), 43–65. https://doi.org/10.1007/s11256009-0145-y (peer reviewed; national) Stinson, D. W. (2011). Both the journal and handbook of research on urban mathematics teaching and learning [Editorial]. Journal of Urban Mathematics Education, 4(2), 1–6. https://doi.org/10.21423/jume-v4i2a156 (editorial team reviewed; national) Stinson, D. W. (2011). Race in mathematics education research: Are we a community of cowards? [Editorial]. Journal of Urban Mathematics Education, 4(1), 1–6. https://doi.org/10.21423/jumev4i1a139 (editorial team reviewed; national) Stinson, D. W. (2010). How is it that one particular statement appeared rather than another?: Opening a different space for different statements about urban mathematics education [Editorial]. Journal of Urban Mathematics Education, 3(2), 1–11. https://doi.org/10.21423/jume-v3i2a116 (editorial team reviewed; national) Stinson, D. W. (2010). The Sixth International Mathematics Education and Society Conference: Finding freedom in a mathematics education ghetto [Editorial]. Journal of Urban Mathematics Education, 3(1), 1–8. https://doi.org/10.21423/jume-v3i1a91(editorial team reviewed; national) Stinson, D. W. (2009). Mathematics teacher educators as cultural workers: A dare to those who dare teach (urban?) teachers [Editorial]. Journal of Urban Mathematics Education, 2(2), 1–5. https://doi.org/10.21423/jume-v2i2a54 (editorial team reviewed; national) Stinson, D. W. (2009). The proliferation of theoretical paradigms quandary: How one novice researcher used eclecticism as a solution. The Qualitative Report, 14(3), 498–523. http://www.nova.edu/ssss/QR/QR14-3/stinson.pdf (peer reviewed; international) Stinson, D. W. (2008). Negotiating sociocultural discourses: The counter-storytelling of academically (and mathematically) successful African American male students. American Educational Research Journal, 45(4), 975–1010. https://doi.org/10.3102/0002831208319723 (peer reviewed; national) Mewborn, D. S., & Stinson, D. W. (2007). Learning to teach as assisted performance. Teachers College Record, 109(6), 1457–1487. https://journals.sagepub.com/doi/abs/10.1177/016146810710900602 (contribution: Mewborn 75%, Stinson 25%; peer reviewed; national) Stinson, D. W. (2006). African American male adolescents, schooling (and mathematics): Deficiency, rejection, and achievement. Review of Educational Research, 76(4), 477–506. https://doi.org/10.3102/00346543076004477 (peer reviewed; national) Stinson – Curriculum Vitae 6 Wilson, P. S., Cooney, T. J., & Stinson, D. W. (2005). What constitutes good mathematics teaching and how it develops: Nine high school teachers’ perspectives. Journal of Mathematics Teacher Education, 8(1), 83–111. https://doi.org/10.1007/s10857-005-4796-7 (contribution: Wilson 40%, Cooney 40%, Stinson 20%; peer reviewed; international) Stinson, D. W. (2004). Mathematics as “gate-keeper” (?): Three theoretical perspectives that aim toward empowering all children with a key to the gate. The Mathematics Educator, 14(1), 8–18. https://openjournals.libs.uga.edu/tme/article/view/1865/1772 (peer reviewed; national) Chapters in Books Stinson, D. W., Subramanian, J., & Yeh, C. (2024). Strengthening equity and social justice research in mathematics education through critical interrogations of white supremacy and settler colonialism (pp. 531–562). In M. A. Clements, B. Kaur, T. Lowrie, V. Mesa, & J. Prytz (Eds.), Fourth international handbook of mathematics education. Springer. https://link.springer.com/book/9783031514739 (contribution: Stinson 40%, Subramanian 30%, Yeh 30%; invited; peer reviewed; international) Stinson, D. W. (2018). A commentary on theoretical and political perspectives toward equity and social justice in mathematics education (pp. 99–102). In T. Bartell (Ed.), Toward equity and social justice in mathematics education. Springer. https://link.springer.com/book/10.1007/978-3-319-929071 (invited; peer reviewed; national) Stinson, D. W., & Walshaw, M. A. (2017). Exploring different theoretical frontiers for different (and uncertain) possibilities in mathematics education research. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 128–155). National Council of Teachers of Mathematics. http://www.nctm.org/Store/Products/Compendium-for-Research-in-Mathematics-Education/ (contribution: Stinson 50%, Walshaw 50%; invited; peer reviewed; national) Stinson, D. W. (2016). Turning disappointing student emails into teachable moments: A commentary on Crespo’s Case. In D. White, S. Crespo, & M. Civil (Eds.), Cases for teacher educators: Facilitating conversations about inequities in mathematics classrooms (pp. 79–83). Information Age. http://www.infoagepub.com/products/Cases-for-Mathematics-Teacher-Educators (invited; peer reviewed; national) Stinson, D. W., Jett, C. C., & Williams, B. A. (2013). Counterstories from mathematically successful African American male students: Implications for mathematics teachers and teacher educators. In J. Leonard & D. B. Martin (Eds.), The brilliance of Black children in mathematics: Beyond the numbers and toward new discourse (pp. 221–245). Information Age. http://www.infoagepub.com/products/The-Brilliance-of-Black-Children-in-Mathematics (contribution: Stinson 50%, Jett 25%, Williams 25%; peer reviewed; national) + Stinson, D. W., & Wager, A. A. (2012). A sojourn into the empowering uncertainties of teaching and learning mathematics for social change. In A. A. Wager & D. W. Stinson (Eds.), Teaching mathematics for social justice: Conversations with educators (pp. 3–18). National Council of Teachers of Mathematics.http://www.nctm.org/store/Products/Teaching-Mathematics-for-SocialJustice--Conversations-with-Educators/ (contribution: Stinson 50%, Wager 50%; non-reviewed; national) Stinson – Curriculum Vitae 7 Stinson, D. W., & Powell, G. C. (2010). Deconstructing discourses in a mathematics education course: Teachers reflecting differently. In M. Walshaw (Ed.), Unpacking pedagogy: New perspectives for mathematics classrooms (pp. 201–221). Greenwich, CT: Information Age. http://www.infoagepub.com/products/Unpacking-Pedagogy (contribution: Stinson 60%, Powell 40%; invited; peer reviewed; international) + Stinson, D. W. (2009). Negotiating sociocultural discourses: The counter-storytelling of academically and mathematically successful African American male students. In D. B. Martin (Ed.), Mathematics teaching, learning, and liberation in the lives of Black children (pp. 265–288). Routledge. http://www.routledge.com/books/details/9780805864649/ (invited; peer reviewed; national) Books, Edited Proceedings, and Journal Issues Stinson, D. W. (Ed.). (2018). A decade of critical mathematics education knowledge dissemination [Special double issue]. Journal of Urban Mathematics Education, 11(1-2). https://doi.org/10.21423/jume-v11i1-2 (180 pages) Stinson, D. W., & Spencer, J. A. (Eds.). (2013). Privilege and oppression in the mathematics preparation of mathematics teacher educators [Special issue]. Journal of Urban Mathematics Education,6(1). https://doi.org/10.21423/jume-v6i1 (95 pages) (contribution: Stinson 50%, Spencer 50%) Wager, A. A., & Stinson, D. W. (Eds.). (2012). Teaching mathematics for social justice: Conversations with educators. Reston, VA: National Council of Teachers of Mathematics. (213 pages) http://www.nctm.org/store/Products/Teaching-Mathematics-for-Social-Justice--Conversationswith-Educators/(contribution: Wager 50%, Stinson 50%) • The Top 75 New York Times Best-Selling Education Books of 2013 – #71 • Pitici, M. (2013). Best Writing on Mathematics. Princeton University Press. (Works Mentioned) Swars, S. L., Stinson, D. W., & Lemons-Smith, S. (Eds.). (2009). Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Atlanta, GA: Georgia State University. http://www.pmena.org/pmenaproceedings/PMENA%2031%202009%20Proceedings.pdf (1,637 pages) (contribution: Swars 40%, Stinson 30%, Lemons-Smith 30%) Stinson, D. W. (2004). African American male students and achievement in school mathematics: A critical postmodern analysis of agency (Doctoral dissertation). The University of Georgia, Athens, GA. ProQuest Dissertations & Theses: A & I. (ATT 3194548) (284 pages) https://getd.libs.uga.edu/pdfs/stinson_david_w_200408_phd.pdf Journal of Urban Mathematics Education (JUME) – Co-Founder, 2008: • Editor in Chief: Vol. 2, No. 2 thru Vol. 11, No. 1-2 • Production and Copy Editor: Vol. 1, No. 1 thru Vol. 11, No. 1-2 • Special Issue Editor: Vol. 6, No. 2 and Vol. 11, No. 1-2 • Associate Editor: Vol. 1 No. 1 thru Vol. 2, No. 1 • Emeritus Editor in Chief: 2019; JUME moved to Texas A&M University; Robert M. Capraro, Editor in Chief (2019–2022); Jamaal Young, Editor in Chief (2023–): https://jume-ojstamu.tdl.org/jume/index.php/JUME • Issues – Summer 2023: Google search: nearly 25,000; Google Scholar search: over 3,000; Google Scholar citations: over 5,000: Stinson – Curriculum Vitae 8 2018 – Vol. 11, No. 1-2 (180 pp): https://doi.org/10.21423/jume-v11i1-2 2017 – Vol. 10, No. 2 (146 pp): https://doi.org/10.21423/jume-v10i2 2017 – Vol. 10, No. 1 (112 pp): https://doi.org/10.21423/jume-v10i1 2016 – Vol. 9, No. 2 (194 pp): https://doi.org/10.21423/jume-v9i2 2016 – Vol. 9, No. 1 (123 pp): https://doi.org/10.21423/jume-v9i1 2015 – Vol. 8. No. 2 (126 pp): https://doi.org/10.21423/jume-v8i2 2015 – Vol. 8, No. 1 (127 pp): https://doi.org/10.21423/jume-v8i1 2014 – Vol. 7, No. 2 (103 pp): https://doi.org/10.21423/jume-v7i2 2014 – Vol. 7, No. 1 (106 pp): https://doi.org/10.21423/jume-v7i1 2013 – Vol. 6, No. 2 (86 pp): https://doi.org/10.21423/jume-v6i2 2013 – Vol. 6, No. 11 (95 pp): https://doi.org/10.21423/jume-v6i1 2012 – Vol. 5, No. 2 (187 pp): https://doi.org/10.21423/jume-v5i2 2012 – Vol. 5, No. 12 (83 pp): https://doi.org/10.21423/jume-v5i1 2011 – Vol. 4, No. 2 (141 pp): https://doi.org/10.21423/jume-v4i2 2011 – Vol. 4, No. 1 (129 pp): https://doi.org/10.21423/jume-v4i1 2010 – Vol. 3, No. 2 (159 pp): https://doi.org/10.21423/jume-v3i2 2010 – Vol. 3, No. 1 (103 pp): https://doi.org/10.21423/jume-v3i1 2009 – Vol. 2, No. 2 (73 pp): https://doi.org/10.21423/jume-v2i2 1 2 Guest Editors: Stinson & Spencer Guest Editors: Bullock, Alexander, & Gholson Book Reviews Stinson, D. W. (2013). Rethinking mathematics [Review of the book Rethinking mathematics: Teaching social justice by the number, by E. Gutstein & B. Peterson (Eds.)]. Teachers College Record. http://www.tcrecord.org/Content.asp?ContentID=17257 (invited; editor reviewed; national) Stinson, D. W. (2002). A critical discourse offered: A review of Radical equations: Math literacy and civil rights [Review of the book Radical equations: Math literacy and civil rights, by R. Moses & C. Cobb]. The Mathematics Educator, 12(2), 40–43. https://openjournals.libs.uga.edu/tme/article/view/1847 (invited; peer reviewed; national) Published Abstracts or Proceedings Stinson, D. W., Subramanian, J., & Yeh, C. (2023). Calling for critical interrogations of white supremacy and settler colonialism in mathematics education research: Getting in “good trouble, necessary trouble” (pp. 781–800). In R. Marcone, P. Linardi, R. Milani, J. P. A. de Paulo, A. M. Queiroz, & M. T. da Silva (Eds.), Proceedings of the 12th International Conference of Mathematics Education and Society (MES12). São Paulo, Brazil: MES12. (contribution: Stinson 40%, Subramanian 30%, Yeh 30%; peer reviewed; international; J. Subramanian presented at conference; duplicate publication at Prometeica: Journal of Philosophy and Science, No. 27[2023]) Hunter, J. G., & Stinson, D. W. (2018). Caring, male African Americans, and mathematics teaching and learning (pp. 1110–1113). In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC: University of South Carolina & Clemson University. https://scholarworks.gsu.edu/mse_facpub/114/ (contribution: Hunter 60%, Stinson 40%; peer reviewed; international) + Stinson – Curriculum Vitae 9 Stinson, D. W., & Walshaw, M. (2017). “Theory at the crossroads”: Mapping moments of mathematics education research onto paradigms of inquiry. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1407–1414). Hoosier Association of Mathematics Teachers Educators: Indianapolis, IN. https://scholarworks.gsu.edu/mse_facpub/62/ (contribution: Stinson 50%, Walshaw 50%; peer reviewed; international) Stinson, D. W. (2017). Researching race without researching White supremacy in mathematics education research: A strategic discursive practice. In A. Chronaki (Ed.), Proceedings of the 9th International Mathematics Education and Society Conference (MES9, Vol. 2, 901–912). Volos, Greece: MES9. https://scholarworks.gsu.edu/mse_facpub/53/ (peer reviewed; international) Walshaw, M., Chronaki, A., Leyva, L., Stinson, D. W., Nolan, K., & Mendick, H. (2017). Beyond the box: Rethinking gender in mathematics education research – Proposal for a symposium. In A. Chronaki (Ed.), Proceedings of the 9th International Mathematics Education and Society Conference (MES9, Vol. 1, 184–188). Volos, Greece: MES9. https://scholarworks.gsu.edu/mse_facpub/65/ (peer reviewed; international) Bidwell, C. R., & Stinson, D. W. (2016). Crossing “the problem of the color line”: White mathematics teachers and Black students. In M. B. Wood, E. E. Tuner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1273–1280). Tucson, AZ: The University of Arizona. https://scholarworks.gsu.edu/mse_facpub/43/ (contribution: Bidwell 60%, Stinson 40%; peer reviewed; international) + Stinson, D. W., & Bullock, E. C. (2015). Exploring different theoretical frontiers – A symposium (Presenters: Drs. I. Esmonde, E. Gutstein, T. Sengupta-Irving, D. Martin, & N. Shah; Discussant: Dr. R. Gutiérrez). In S. Mukhopadhyay & B. Greer (Eds.), Proceedings of the 8th International Mathematics Education and Society Conference (MES8, Vol. 1, pp. 133–138). Portland, OR: MES8. https://scholarworks.gsu.edu/mse_facpub/15/ (contribution: Stinson 50%, Bullock 50%; peer reviewed; international) + Stinson, D. W. (2014). Practicing the science of culturally relevant mathematics pedagogy: Indeed, it is just good mathematics teaching! In K. S. Nguyen (Ed.), Proceedings from the 2010, 2011, and 2012 Midwest Noyce Regional Conferences (pp. 43–48). Washington, DC: National Science Foundation. https://core.ac.uk/download/pdf/214050326.pdf (invited; editor reviewed; national) Stinson, D. W., & Bullock, E. C. (2013). Diversity in methodology: Different possibilities for data collection, analysis, and representation. In M. Martinez & A. Castro Superfine (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1256–1259). Chicago, IL: University of Illinois at Chicago. https://scholarworks.gsu.edu/msit_facpub/27/ (contribution: Stinson 50%, Bullock 50%; peer reviewed; international) + Stinson, D. W. (2013). An English only fountain: A response to Tamsin Meaney’s critique of English privilege in mathematics education research. In M. Berger, K. Brodie, V. Frith, & K. le Roux (Eds.), Proceedings of the 7th International Mathematics Education and Society Conference (MES7, Vol. 1, pp. 85–88). Cape Town, South Africa: MES7. http://scholarworks.gsu.edu/msit_facpub/28/ (invited; editor reviewed; international) Stinson – Curriculum Vitae 10 Stinson, D. W., & Wager, A. A. (2013). Teaching mathematics for social justice: Conversations with educators – A symposium (Presenters: Drs. T. Bartell, B. Evan, E. Gutstein, J. Leonard; Discussants: Drs. V. Hand & J. Spencer). In M. Berger, K. Brodie, V. Frith, & K. le Roux (Eds.), Proceedings of the 7th International Mathematics Education and Society Conference (MES7, Vol. 1, pp. 125–128). Cape Town, South Africa: MES7. http://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1028&context=msit_facpub (contribution: Stinson 50%, Wager 50%; peer reviewed; international) Stinson, D. W., & Bullock, E. C. (2012). Transitioning into contemporary theory: Critical postmodern theory in mathematics education research. In L. R. Van Zoest, J. J. Lo, & J. L. Kratky (Eds.), Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1163–1169). Kalamazoo, MI: Western Michigan University. http://scholarworks.gsu.edu/msit_facpub/15/ (contribution: Stinson 50%, Bullock 50%; peer reviewed; international) + Walshaw, M., Nolan, K., Brown, T., Cotton, T., Davis, B., de Freitas, E., Renert, M., Stinson, D. W., & Walls, F. (2010). New perspectives on mathematics pedagogy. In U. Gellert, E. Jablonka, & C. Morgan (Eds.), Proceedings of the 6th International Mathematics Education and Society Conference (MES6, Vol. 1, pp. 100–103). Berlin, Germany: Freie Universität. https://scholarworks.gsu.edu/mse_facpub/64/ (contribution: presenter; peer reviewed; international) Stinson, D. W., & Powell, G. C. (2009). Teachers reflecting differently: Deconstructing the discursive teacher/student binary. In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.), Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 320–327). Atlanta, GA: Georgia State University. https://scholarworks.gsu.edu/msit_facpub/16/ (contribution: Stinson 60%, Powell 40%; peer reviewed; international) + Stinson, D. W., Bidwell, C. R., Powell, G. C., & Thurman, M. M. (2008). Becoming critical mathematics pedagogues: A journey. In L. Hart (Ed.), Proceedings of the 2nd annual meeting of the Georgia Association of Mathematics Teachers Educators (pp. 1–10). Eatonton, GA: Georgia Association of Mathematics Teachers Educators. https://scholarworks.gsu.edu/msit_facpub/20/ (contribution: Stinson 40% Bidwell, 20%, Powell 20%, Thurman 20%; peer reviewed; national) + Stinson, D. W., Bidwell, C. R., Powell, G. C., & Thurman, M. M. (2008). Critical mathematics pedagogy: Three teachers’ beginning journey [Abstract]. Program of the 4th International Congress of Qualitative Inquiry, Urbana-Champaign, IL, 480. (contribution: Stinson 40% Bidwell, 20%, Powell 20%, Thurman 20%; peer reviewed; national) White-Fredette, K., & Stinson, D. W. (2007). What is mathematics?: Teachers exploring the philosophy of mathematics [Abstract]. Abstracts and Program of the Annual TEAM-Math Partnership Conference, Pre-session, Tuskegee, AL, 13–16. https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1016&context=msit_facpub (contribution: White-Fredette 60%, Stinson 40%; peer reviewed; national) + Stinson, D. W., Bidwell, C. R., Jett, C. C., Powell, G. C., & Thurman, M. M. (2007). Critical mathematics pedagogy: Transforming teachers’ practices. In D. K. Pugalee, A. Rogerson, & A. Schinck (Eds.), Proceedings of the 9th International Conference: Mathematics Education in a Global Community (619–624). Charlotte, NC: Mathematics Education into the 21st Century. https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1017&context=msit_facpub (contribution: Stinson 40%, Bidwell, 15%, Jett 15%, Powell 15%, Thurman 15%; peer reviewed; international) + Stinson – Curriculum Vitae 11 Stinson, D. W. (2006). In search of defining (?) researcher ethics [Abstract]. Program of the 2nd International Congress of Qualitative Inquiry, Urbana-Champaign, IL, 379. (peer reviewed; international) Stinson, D. W. (1999). Innovators in education [Abstract]. 1999 Atlanta Journal-Constitution Honor Teacher Awards: Innovators in Education, Atlanta, GA, 229. (invited; non-reviewed) Submitted/In Progress Scholarly Writings Cannon, S. O., & Stinson, D. W. (in progress). Post and post-post theories in mathematics education research: Where have they taken us and where might they take us? Review of Educational Research/Journal for Research in Mathematics Education. Complete draft December 2024 Other Stinson, D. W. (2020). Urban mathematics education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (2nd ed.; pp. 890–891). Springer. https://www.researchgate.net/profile/DavidStinson/publication/276027178_Urban_Mathematics_Education_Encylopedia_Entry/links/554e7240 08ae12808b365117/Urban-Mathematics-Education-Encylopedia-Entry.pdf (invited; peer reviewed; international) Jett, C. C., & Stinson, D. W. (2017, February 15). African American men in STEM fields [Radio broadcast interview]. In C. Wheeler (Producer), Closer look with Rose Scott and Jim Burress. Atlanta, GA: National Public Radio/WABE 90.1. http://cp.wabe.org/post/closer-look-atlantas-housing-marketwater-wars-and-more + Bidwell, C. R., & Stinson, D. W. (2016, April). Successful White mathematics teachers of Black students. San Francisco, CA: NCTM Research Conference. https://nctm.confex.com/nctm/2016RP/webprogram/Manuscript/Paper2307/BidwellStinson%20NCTM%202016%20Paper.pdf. (contribution: Bidwell 60%, Stinson 40%; peer reviewed; national) + Stinson, D. W. (2016, March). How many different Barbies? How many different girls? How many different girls in mathematics? FHI 360 – Viewpoints: Furthering Girls’ Math Identity [Blog post]. http://www.girlsmathidentity.org/v/howmanydifferentbarbies (invited; editor reviewed) Stinson, D. W. (2014). Urban mathematics education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 631–632). Springer. http://link.springer.com/referencework/10.1007/978-94-007-4978-8 (invited; peer reviewed; international) Stinson, D. W., & Bullock, E. C. (2013). Critical postmodern methodology in mathematics education: Opening up previously unseen vistas for data collection, analysis, and representation. Manchester, United Kingdom: Mathematics Education and Contemporary Theory 2. https://pdfs.semanticscholar.org/dbb2/0dd6571c66b0d8664cc6cddc314a79b818bc.pdf (contribution: Stinson 50%, Bullock 50%; invited; editor reviewed) + Stinson, D. W., Junor Clarke, P., & Bullock, E. C. (Eds.) (2011). Beyond the numbers: The brilliance of Black children in mathematics [Conference program]. Georgia State University, Atlanta, GA. https://doi.org/10.21423/jume-v5i1a181 + Stinson – Curriculum Vitae 12 Stinson, D. W., Bidwell, C. R., Powell, G. C., & Thurman, M. M. (2007). Becoming critical mathematics pedagogues: Three teachers’ beginning journey. Unpublished manuscript, Georgia State University, Atlanta, GA. https://www.academia.edu/887334 (contribution: Stinson 40%, Bidwell 20%, Powell 20%, Thurman 20%; non-reviewed) + Wilson, P. S., Cooney, T. J., Stinson, D. W., & Drumm, C (2002). What constitutes good mathematics teaching: Teachers’ perspectives. New Orleans, LA: American Educational Research Association. (ERIC Document Reproduction Service No. ED465531) Developed and edited an online [World Wide Web] newsletter PRIME News (Partnerships and Reform in Mathematics Education) for the Department of Mathematics Education at the University of Georgia, a bi-monthly newsletter for secondary mathematics preservice and mentor teachers, 2000– 2001 Presentations at Professional Meetings: Stinson, D. W. (2020, July). Philosophical considerations always already entangled in mathematics education research, paper accepted for presentation at 14th International Congress of Mathematical Education (ICME-14). Shanghai, China. (canceled COVID-19) Stinson, D. W., & Potts, D. W. (2020, January). The self-empowering uncertainties of critical/social justice mathematics: Perspectives from a mathematics teacher educator and classroom teacher, workshop presented at the Creating Balance in an Unjust World 2020 Conference on Math Education and Social Justice, Honolulu, HI. + Hunter, J. G., & Stinson, D. W. (2019, April). Care theory, critical race theory, and culturally relevant pedagogy: Exploring mathematics success among Black boys, paper presented at the annual meeting of the American Educational Research Association, Toronto, Canada. + Stinson, D. W., & Walshaw, M. (2018, April). Exploring different theoretical frontiers for different (and uncertain) possibilities in mathematics education research, chapter presented at research symposium Potent conceptual frameworks: Lesson from the NCTM research compendium (Chair: Jinfa Cai) at the NCTM Research Conference, Washington, DC. (invited) Stinson, D. W. (2017, November). What is teaching mathematics for social justice? High school lessons from research, talk presented at National Council of Teachers of Mathematics – INNOV8, Las Vegas, NV. (invited) Stinson, D. W. (2016, July). Normalizing race in mathematics education research as a strategic discursive practice, talk presented at the Mathematics Education and Contemporary Theory Conference, Manchester, United Kingdom. (invited) Bidwell, C. R., & Stinson, D. W. (2016, April). Moving beyond cultural de-synchronization: White mathematics teachers and Black students, paper presented at the annual meeting of the American Educational Research Association, Washington, DC. + Bidwell, C. R., & Stinson, D. W. (2016, April). Successful White mathematics teachers of Black students, paper presented at the NCTM Research Conference, San Francisco, CA. + Stinson – Curriculum Vitae 13 Stinson, D. W., & Bullock, E. C. (2015, April). Exploring different theoretical frontiers in mathematics education research: Toward an empowering mathematical experience for all, Planner and Co-Chairs/Co-Discussants for symposium at the annual meeting of the American Educational Research Association, Chicago, IL. + Stinson, D. W., & Bullock, E. C. (2015, April). Exploring different theoretical frontiers in mathematics education research: Implications for classroom practice, Planner and Co-Chairs/CoDiscussants for symposium at the NCTM Research Conference, Boston, MA. + Stinson, D. W. (2014, April). How (and why) researching “race” without researching racism/White privilege became political normalized in mathematics education research, paper presented at the discussion session Theorizing racism: Unpacking supremacy, privilege, and justice in mathematics education (Chair: Dr. Na’ilah Nasir; Organizer: Dr. Maxine McKinney de Royston) at the NCTM Research Conference, New Orleans, LA. Stinson, D. W., & Bullock, E. C. (2013, June). Critical postmodern methodology in mathematics education research: Opening up previously unseen vistas for data collection, analysis, and representation, paper presented at the Mathematics Education and Contemporary Theory 2 Conference, Manchester, United Kingdom. (invited) + Stinson, D. W., Jett, C. C., & Williams, B. A. (2013, April). Counterstories of mathematically successful African American male students: Implications for mathematics teachers and teacher educators, paper presented at the research symposium Moving beyond the numbers of aggregated “achievement gap” data and toward new discourse about Black children and mathematics (Planner/Chair: Dr. David Stinson; Discussant: Dr. Jacqueline Leonard) at the annual meeting of the American Educational Research Association, San Francisco, CA. + Stinson, D. W., Jett, C. C., & Williams, B. A. (2013, April). Counterstories of mathematically successful African American male students: Implications for mathematics teachers and teacher educators, paper presented at the research symposium The brilliance of Black Children in mathematics: Toward new discourse (Planner/Chair: Dr. David Stinson; Discussant: Dr. Jacqueline Leonard) at the Research Presession of the National Council of Teachers of Mathematics, Denver, CO. + Stinson, D. W., & Bullock, E. C. (2012, May). Critical postmodern methodology in mathematics education research: Opening previously unseen vistas for data collection, analysis, and representation, paper presented at the 8th International Congress of Qualitative Inquiry, UrbanChampagne, IL. + Stinson, D. W., & Bullock, E. C. (2012, April). A praxis of uncertainty in mathematics education research, paper presented at the annual meeting of the American Educational Research Association, Vancouver, British Columbia, Canada. + Wager, A. A., & Stinson, D. W. (2012, April). Teaching teachers mathematics for social justice, symposium at the Research Presession of the National Council of Teachers of Mathematics (Chair: Dr. Anita Wager; Discussant: Dr. David Stinson), Philadelphia, PA. Stinson, D. W., & Bullock, E. C. (2011, July). Critical postmodern theory in mathematics education research: A praxis of uncertainty, paper presented at the Mathematics Education and Contemporary Theory Conference, Manchester, United Kingdom. (invited) + Stinson – Curriculum Vitae 14 Stinson, D. W. (2011, April). Opening different spaces for different statements about urban mathematics education, paper presented at the research symposium Who decides what counts as mathematics education research? (Chair: Dr. Rochelle Gutiérrez) at the Research Presession of the National Council of Teachers of Mathematics, Indianapolis, IN. Stinson, D. W. (2011, April). Culturally relevant mathematics pedagogy and academically and mathematically successful African American male students, paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Stinson, D. W., Bidwell, C. R., & Powell, G. C. (2010, April). A course in critical pedagogy and teaching mathematics for social justice: Exploring the outcomes, paper presented at the research symposium Critical pedagogy and mathematics teacher education: Learning to teach mathematics for social justice (Planner/Chair: Dr. David Stinson; Discussant: Dr. Arthur Powell) at the annual meeting of the American Educational Research Association, Denver, CO. + Stinson, D. W. (2009, April). Negotiating the “White male math myth”: African American male students and success in school mathematics, paper presented at the research symposium Moving beyond the “gap-gazing” fetish: Exploring mathematics learning and participation as racialized forms of experience (Planner/Chair: Dr. David Stinson; Discussant: Dr. Danny Martin) at the annual meeting of the American Educational Research Association, San Diego, CA. Stinson, D. W. (2009, April). Negotiating the “White male math myth”: African American male students and success in school mathematics, paper presented at the research symposium Mathematics as racialized forms of experience (Planner/Chair: Dr. David Stinson; Discussant: Dr. Rochelle Gutiérrez) at the Research Presession of the National Council of Teachers of Mathematics, Washington, DC. Stinson, D. W. (2009, April). When the “burden of acting White” is not a burden: School success and African American male students. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Stinson, D. W., Bidwell, C. R., Powell, G. C., & Thurman, M. M. (2008, June). Becoming critical mathematics pedagogues: Three teachers’ beginning journey. Paper presented at the annual International Conference of Teacher Education and Social Justice, Chicago, IL. Stinson, D. W. (2008, March). African American male adolescents, schooling (and mathematics): Deficiency, rejection, and achievement, paper presented at the research symposium Who will teach mathematics? Exploring Black males’ racialized experiences and trajectories into the profession (Chair: Dr. Danny Martin; Discussant: Dr. Dorothy White) at the annual meeting of the American Educational Research Association, New York, NY. Stinson, D. W. (2008, March). Negotiating sociocultural discourses: The counter-storytelling of academically (and mathematically) successful African American male students, paper presented at the research symposium Deconstructing context and process: What shapes outcomes in Black male education? (Chair: Dr. Vernon Polite; Discussant: Dr. James Earl Davis) at the annual meeting of the American Educational Research Association, New York, NY. Stinson, D. W., Bidwell, C. R., Jett, C. C., Powell, G. C., & Thurman, M. M. (2007, April). Critical mathematics pedagogy: Three teachers’ beginning journey. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. + Stinson – Curriculum Vitae 15 Stinson, D. W. (2007, March). Robust mathematical identities of African American male students. Paper presented at the Benjamin Banneker Mini-Conference at the annual meeting of the National Council of Teachers of Mathematics, Atlanta, GA. (invited) Stinson, D. W. (2007, January). Can we (or should we) define research ethics? Paper presented at the annual Conference on Interdisciplinary Qualitative Studies, Athens, GA. Stinson, D. W. (2006, April). Robust mathematical identities of African American male students. Paper presented at the Research Presession of the National Council of Teachers of Mathematics, St. Louis, MO. Stinson, D. W. (2006, April). African American male students and achievement in school mathematics: A critical postmodern analysis of agency. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. Stinson, D. W. (2005, January). Ethics as a (the?) principal force in research. Paper presented at the annual Conference on Interdisciplinary Qualitative Studies, Athens, GA. Mewborn, D. S., & Stinson, D. W. (2004, April). We heard, we saw, we did: The impact of consistent experiences in a teacher education program, paper presented at the research symposium Building practice from the ground up: Potential of early field experiences (Chair: Dr. Denise Mewborn; Discussant: Dr. Lew Romagnano) at the Research Presession of the National Council of Teachers of Mathematics, Philadelphia, PA. Mewborn, D. S., & Stinson, D. W. (2004, April). Teacher education as assisted performance. Poster presented at the Research Symposium of the Georgia Systemic Teacher Education Program, University of Georgia, Athens, GA. Wilson, P. S., Cooney, T. J., & Stinson, D. W. (2003, December). “Good” mathematics teaching: Nine high school teachers’ perspectives. Paper presented at The Interdisciplinary Qualitative Studies Advanced Seminar 2nd Annual Mini-Conference, University of Georgia, Athens, GA. Wilson, P. S., Cooney, T. J., & Stinson, D. W. (2003, April). What constitutes good mathematics teaching and how it develops: Nine high school teachers’ perspectives. Paper presented at the Research Presession of the National Council of Teachers of Mathematics, San Antonio, TX. Stinson, D. W. (2002, April). African American males, high school mathematical success & sociology: In search of new questions regarding equity. Poster accepted for presentation at the annual meeting of the American Educational Research Association, New Orleans, LA. Hackenberg, A. J., & Stinson, D. W. (2001, October). Social justice in the mathematics classroom: Connecting beliefs to practice. Session facilitated at the annual meeting of the Georgia Council of Teachers of Mathematics, Eatonton, GA. Stinson – Curriculum Vitae 16 Awards and Grants Funded external awards 2009 National Science Foundation: Mathematics Attainment and African American Students: Discourse from Multiple Perspectives; PI: Dr. Jacqueline Leonard (Temple University); Co-PIs: Drs. Erica Davila (Arcadia University) and David Stinson; submitted: $197,467.00 November 2008; awarded September 2009 Funded internal awards 2008 Georgia State University, Proposal Development Grant; PIs: Drs. Chara Bohan and David Stinson; submitted: $6,000.00 August 2008; awarded September 2008 Submitted and/or unfunded external awards 2016 National Science Foundation – DRK-12: Exploratory – Teaching Strand: REVISED Culturally Ambitious Mathematical Practices (CAMP); PI: Dr. David Stinson; Co-PIs: Drs. Christine Thomas and Valerie Miller; submitted $431,961.00 December 2016; not funded May 2017 2015 National Science Foundation – DRK-12: Exploratory – Teaching Strand: Culturally Ambitious Mathematical Practices (CAMP); PI: Dr. David Stinson; Co-PIs: Drs. Christine Thomas and Valerie Miller; submitted $446,038.00 December 2015; not funded May 2016 2014 Improving Teacher Quality State Grants – Title II, Part A of the No Child Left Behind Act: Culturally Specific Instruction and Common Core Coordinate Algebra; PI: Dr. David Stinson; Co-PI: Dr. Valerie Miller; submitted $62,079.00 October 2014; not funded January 2015 2013 Improving Teacher Quality State Grants – Title II, Part A of the No Child Left Behind Act: Developing Social Justice Mathematical Tasks for the Coordinate Algebra Course; PI: Dr. David Stinson; Co-PIs: Drs. Chara Bohan and Valerie Miller; submitted $69,262.00 October 2013; not funded January 2014 2012 National Science Foundation – Math and Science Partnership Grant: Current Issues Related to STEM Content: REVISED Collaborative for Students Achievement in Mathematics and Science (CSAMS); PI: Dr. Christine Thomas; Co-PIs: Drs. David Stinson, Janice Fournillier, Casonya Johnson, Igor Belykh, Brian Thomas, Draga Vidakovic, Karol Stephens; submitted: $7,997,460.00 December 2012; not funded June 2013 2010 National Science Foundation – Math and Science Partnership Grant: Targeted: Partnership for Student Achievement in Mathematics (PSAM); PI: Dr. Christine Thomas; Co-PIs: Drs. David Stinson, Janice Fournillier, Draga Vidakovic, and Dottie Whitlow; submitted: $ 9,999,116.00 October 2010; not funded February 2011 2009 Institute of Education Science: Education Research Grant Programs – Mathematics and Science Education: Developing a Social Justice Mathematics Curriculum for a NinthGrade, Integrated Mathematics Course; PI: Dr. David Stinson; Co-PI: Dr. Chara Bohan; submitted: $1,334,461.00 September 2009; not funded May 2010 Stinson – Curriculum Vitae 17 2008 The Spencer Foundation Major Grants Program: Developing an Interdisciplinary Mathematics, Science, and Social Studies Social Justice Curriculum; PIs: Drs. Chara Bohan and David Stinson; Preliminary Proposal and Letter of Intent submitted: $500,000.00 July 2008; not funded August 2008 Recognition by Scholarly and Professional Associations Significant scholarly professional service National Academy of Education – Advisory Committee Member Equity in Math Education Research Grants (EMERG) Program (June 2023–) https://naeducation.org/emerg-advisory-committee/ Nominated by the Journal Publications Committee of the American Educational Research Association for the 2024–2026 editorship of Educational Researcher (October 2022) (Due to pending retirement May 2024, nomination was not moved forward) Reviewer for Fourth International Handbook of Mathematics Education (2022) Reviewer for External Promotion to Associate Professor (Dossier), University of Tennessee Knoxville (October 2021) Reviewer for National Science Foundation (Grants CARRER), Washington, DC (October 2020) Journal of Urban Mathematics Education (JUME), Emeritus Editor in Chief, April 2019–present Editorial Board member of the Journal of Research in Curriculum & Instruction (JRICI) Term January 2019–December 2020 (invited by JRCI Editor in Chief H. Lee) Review (and back cover blurb) 2018 Culturally Specific Pedagogy in the Mathematics Classroom: Strategies for Teachers and Students (2nd ed., Routledge) by Jaqueline Leonard Nominated 2017 Candidate for the Office of Division Secretary – Division G: Social Context of Education – American Educational Research Association (not elected) Strand Leader 2017 North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) – Theory and Research Methods, Indianapolis, IN Reviewer for External Promotion to Full Professor (Dossier), University of Memphis, Tennessee (October 2017) Reviewer for External Promotion to Associate Professor (Dossier), University of Illinois–Chicago, Illinois (September 2017) Editorial Board member of the Journal of Research in Curriculum & Instruction (JRCI) Term 2016 (invited by JRCI Editor in Chief M. Lim) AERA Review of Research Award Committee Term May 2014–April 2016 (Invited by AERA President J. E. King) Editorial Panel member of the Journal for Research in Mathematics Education (JRME) Term May 2012–April 2015 (Invited by NCTM President L. M. Gojak) Stinson – Curriculum Vitae 18 Journal of Urban Mathematics Education (JUME): https://jume-ojstamu.tdl.org/jume/index.php/JUME • Editor in Chief 2009 (Vol. 2, No. 2)–2019 (Vol. 11, No. 1-2) • Production and Copy Editor 2008–2019 • Co-Founder and Associate Editor 2008–2009 Reviewer for External Promotion to Full Professor (Dossier), Adelphi University, New York (December 2015) Reviewer for Qatar National Research Fund (March 2015) Reviewer for Third Handbook of Research on Mathematics Teaching and Learning (January 2015) Ad hoc Reviewer for National Science Foundation (Grants), Washington, DC (September 2014) Reviewer for National Science Foundation (Grants CARRER), Washington, DC (November 2013) Reviewer for External Promotion and Tenure (Dossier), York College CUNY, New York (August 2014) Reviewer for External Promotion and Tenure (Dossier), Occidental College, California (September 2013) Reviewer for National Research Foundation (Dossier), Pretoria, South Africa (July 2012) Advisory Board Member NSF funded project: “Capacity Building Project to Advance Research on Girls’ Math Identity: Improving STEM Learning and Broadening Participation” (April 2014–March 2017) Advisory Board Member NSF funded project: “Designing for Equity by Thinking in and about Mathematics” (January 2014–January 2017) Co-hosted and organized (with Dr. Pier Junor Clarke and Ms. Erika Bullock) the National Science Foundation funded Benjamin Banneker Association Conference: Beyond the Numbers: The Brilliance of Black Children in Mathematics, Georgia State University, November 11–12, 2011. Co-editor PME-NA 2009 Proceedings – Swars, S. L., Stinson, D. W., & Lemons-Smith, S. (Eds.). (2009). Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Atlanta, GA: Georgia State University. Manuscript reviewer for the following scholarly journals (number of times): • American Educational Research Journal (5) • Curriculum and Teaching Dialogue (3) • Educational Researcher (3) • Educational Studies in Mathematics (5) • International Journal of Qualitative Studies in Education (1) • Journal for Research in Mathematics Education (35) o 2010 JRME Outstanding Reviewer Award • Journal of Mathematics Teacher Education (1) • Journal of Teacher Education (2) Stinson – Curriculum Vitae • • • • • • • • 19 Mathematical Thinking and Learning: An International Journal (2) Review of Educational Research (4) Science Education (2) The High School Journal (1) The Mathematics Educator (8) Teachers College Record (3) Urban Education (2) ZDM Mathematics Education (1) Manuscript reviewer for the following scholarly publishing companies (number of times): • Routledge: Culturally Specific Pedagogy in the Mathematics Classroom: Strategies for Teachers and Students, 2nd ed. (2) • Sage Publications: Learner-Centered Instruction: Building Relationships for Student Success (2) Proposal reviewer for the following conferences: • American Educational Research Association Review Panel: SIG: Research in Mathematics Education, San Francisco, CA, 2020 • NCTM Research Conference, Boston, MA, 2015 • NCTM Research Presession, Denver, CO, 2013 • NCTM Research Presession, Indianapolis, IN, 2011 • NCTM Research Presession, San Diego, CA, 2010 • American Educational Research Association Review Panel: Division G (Social Context of Education) Section 2 (Education in Multicultural Contexts Within and Across Subject Areas), Denver, CO, 2010 • American Educational Research Association Annual Meeting, San Diego, CA, 2009 • American Educational Research Association Annual Meeting, New York, NY, 2008 • American Educational Research Association Annual Meeting, Chicago, IL, 2007 • American Educational Research Association Annual Meeting, San Francisco, CA, 2006 Proposal reviewer for the following proceedings: • International Mathematics Education and Society Conference, Sao Paulo, Brazil, 2023 • International Congress of Mathematical Education – TSG56: Philosophy in Mathematics and Mathematics Education, Shanghai, China, 2020 • North American Chapter of the International Group for the Psychology of Mathematics Education, Greenville, SC, 2018 • International Mathematics Education and Society Conference, Volos, Greece, 2017 • North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ, 2016 • International Mathematics Education and Society Conference, Portland, OR, 2015 • Georgia Association of Mathematics Teachers Educators, Eatonton, GA, 2008 • North American Chapter of the International Group for the Psychology of Mathematics Education, Mérida, Yucatán, Mexico, 2006 • North American Chapter of the International Group for the Psychology of Mathematics Education, Athens, GA, 2002 American Educational Research Association (AERA), Queer Studies SIG: Membership co-director, 2006–2007 Stinson – Curriculum Vitae 20 Invitations by scholarly and professional associations Invited MESA Colloquium speaker, Department of Mathematics, Science, and Social Studies Education, The University of Georgia, Athens, GA (2023, April) “Two Decades of Wading KneeDeep, Unapologetically, through ‘Divisive Concepts,’ Theoretically and Methodological, while Producing Different Knowledge, Differently in Mathematics Education Research” Invited guest lecturer EDR 6930 Special Topics, Saint Louis University, St. Lous, MO (2023, March) “Exploring Different Theoretical and Methodological Possibilities and Their Philosophical Implications” Invited to serve on Advisory Board NSF project (2023, February) “(BCSER) Advancing the Use of Theory in Mathematics Education Research: Theoretical Perspective Studies (TPS) Institute for Emerging RUME Scholars” (not funded) Invited participant at the NSF funded Third National Conference on Doctoral Programs in Mathematics Education, Las Vegas, NV, October 25–28, 2022 Invited to serve on Advisory Board NSF project (2021, June): “The Mathematical Brotherhood: Centering the Identities of Black Boys and Men in Mathematics” (not funded) Invited to serve on Advisory Board NSF project FHI 360 (2021, July): “Innovated Technology Experiences for Students and Teachers” (not funded) Stinson, D. W. (2019, October). Scholarly Reading: How, What, and When I Read. Invited to speak to ECEE 9800 Scholarly Inquiry, Department of Early Childhood and Elementary Education, Georgia State University, Atlanta, GA. Stinson, D. W. (2019, April). Mentoring coffee chat. Special Interest Group – Research in Mathematics Education, American Educational Research Association, Toronto, Ontario, Canada. Stinson, D. W. (2019, April). Graduate student mentoring reception. Division D – Measurement and Research Methodologies, American Educational Research Association, Toronto, Ontario, Canada. Stinson, D. W. (2018, January). Culturally relevant/social justice mathematics: What is it? Is there a need? Is it possible? Invited 1-day workshop facilitator at Responsive Mathematics Conference, Washtenaw Intermediate School District – A Regional Educational Service Agency, Eastern Michigan University, Ypsilanti, MI. Stinson, D. W. (2017, November). Teaching Mathematics for Social Justice: Conversations with Educators (NCTM, 2012). Invited speaker to NCTM INNOV8 Lounge – Book talk and signing, National Council of Teachers of Mathematics, Las Vegas, NV. Stinson, D. W. (2017, March). Invited speaker to A call for a collective action to develop awareness: Equity & social justice in mathematics education [Webinar], National Council of Teachers of Mathematics, Reston, VA. Stinson, D. W. (2017, February). Negotiating the “White male math myth”: African American male students and success in school mathematics – Some questions inspired by The Souls of Black Folk. Invited keynote speaker at Du Boisian Celebration, Georgia Gwinnett College, Lawrenceville, GA. Stinson – Curriculum Vitae 21 Stinson, D. W. (2016, November). Invited panelist at PME-NA Equity Working Group – “Where’s the math?,” University of Arizona, Tucson, AZ. Stinson, D. W. (2016, September). Invited speaker to Topics Seminar in Mathematics Education – Mathematics Education, Policies, and Equity (Zoom), Curry School of Education, University of Virginia, Charlottesville, VA. Stinson, D. W. (2016, September). Invited speaker to Exploring Mathematics and Science Teaching: The Possibilities of Social Justice Mathematics, College of Education and Human Development, Georgia State University, Atlanta, GA. Stinson, D. W. (2016, June). Invited participant at the Mathematics Education and Contemporary Theory Conference 3, Manchester Metropolitan University, Manchester, United Kingdom. Stinson, D. W. (2016, June). Culturally relevant pedagogy, sociopolitical consciousness, and teaching mathematics for social justice. Invited 2-day workshop facilitator at Center for Urban Education Summer Educator Forum ~ Visiting Scholar, University of Pittsburgh, Pittsburgh, PA. Stinson, D. W. (2016, March). Invited participant at the National Council of Teachers of Mathematics (NCTM) Access and Equity meeting (invited by NCTM President D. J. Briars), Reston, VA. Stinson, D. W. (2016, February). Culturally relevant pedagogy in undergraduate mathematics: What is it? Is there a need? What might it “look like”? Is it possible? Invited plenary speaker at the Mathematical Association of America 19th Annual Conference on Research in Undergraduate Mathematics Education, Pittsburgh, PA. Stinson, D. W. (2016, January). Invited speaker to Topics Seminar in Mathematics Education – Equity (Skype), School of Education, Indiana University – Indianapolis, Indianapolis, IN. Stinson, D. W. (2015, November). Three decades of critical mathematics education: What is it? and What does it “look like”? Invited colloquium speaker at DEbT-M – a National Science Foundation funded Math and Science Partnership, Pittsburgh, PA. Stinson, D. W. (2015, June). What can we learn from research about how to develop girls’ math identity? Invited panelist at the National Science Foundation funded conference Furthering girls’ math identity: An expert convening, FHI 360 Conference Center, Washington, DC. Stinson, D. W. (2015, April). Invited speaker to Social Justice, Equity and STEM Education (Skype), School of Education, University of Massachusetts Dartmouth, Dartmouth, MA. Stinson, D. W. (2015, March). Invited speaker to oSTEM: Race, identity, and social justice in mathematics education, College of Arts and Sciences, Georgia State University, Atlanta, GA. Stinson, D. W. (2014, June). Invited panelist to Greatest Mind Society Forum: Educating Black male students: A discussion on race, class and gender, College of Arts and Sciences, Georgia State University, Atlanta, GA. Stinson, D. W., & Wager, A. A. (2014, April). Thirty years of mathematics for social justice: What is it? Invited session facilitated at the NCTM Annual Meeting and Exposition, New Orleans, LA. Stinson – Curriculum Vitae 22 Stinson, D. W. (2013, November). Invited respondent to Dr. Na’ilah Nasir’s plenary address Why should mathematics educators care about race and culture? at the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Chicago, IL. Stinson, D. W. (2013, August). The brilliance of Black children in mathematics: Reclaiming a discourse. Invited keynote speaker at the South Learning Community STEM Curriculum Day, Fulton County Schools, Atlanta, GA. Stinson, D. W. (2013, June). Invited participant at the Mathematics Education and Contemporary Theory Conference 2, Manchester Metropolitan University, Manchester, United Kingdom. Stinson, D. W. (2013, May). Invited panelist at the GSC Division G Fireside Chat: The Mechanics of Mentoring and Academic Life, annual meeting of the American Educational Research Association, San Francisco, CA. Stinson, D. W. (2013, April). Invited respondent to Dr. Tamsin Meaney’s plenary address The privileging of English in mathematics education research, just a necessary evil? at the 7th International Mathematics Education and Society Conference, Cape Town, South Africa. Stinson, D. W. (2012, October). Invited participant at the Privilege and Oppression in the Mathematics Preparation of Teacher Educators [PROMPTE] conference (funded by CREATE for STEM Institute through the Lappan-Phillips-Fitzgerald Endowment), Michigan State University, Battle Creek, MI. Stinson, D. W. (2012, June). Three decades of critical mathematics education: What is it? and What does it “look like”? Invited plenary speaker at the National Science Foundation funded Center for the Mathematics Education of Latinos/as (CEMELA) Conference, University of North Carolina at Chapel Hill, Chapel Hill, NC. Stinson, D. W. (2011, November). Invited speaker Deconstructing discourses in a mathematics education course (Skype), Faculty of Education, University of Regina, Regina, Canada. Stinson, D. W. (2011, July). Invited participant at the Mathematics Education and Contemporary Theory Conference, Manchester Metropolitan University, Manchester, United Kingdom. Stinson, D. W. (2011, April). Discussant, Developing an equitable pedagogy for school mathematics interactive paper session at the Research Presession of the National Council of Teachers of Mathematics, Indianapolis, IN. Stinson, D. W. (2010, November). Is there a need (or space) for culturally relevant pedagogy in higher education? Invited keynote speaker at the Multicultural Teaching and Learning Institute: Culturally Sensitive Pedagogy in Higher Education, Indiana University-Purdue University Indianapolis, Indianapolis, IN. Stinson, D. W. (2010, October). Invited participant at the National Science Foundation funded summit: Mathematics attainment and African American students: Discourse from multiple perspectives, University of Colorado Denver, Denver, CO. Stinson – Curriculum Vitae 23 Stinson, D. W. (2010, June). The science of culturally relevant pedagogy: An info commercial. Invited speaker at the National Science Foundation funded Benjamin Banneker Association conference: Beyond the numbers: Celebrating the best of how teachers teach and African American students learn math, Arcadia University/Temple University, Philadelphia, PA. Stinson, D. W. (2010, April). Practicing the science of culturally relevant mathematics pedagogy: Indeed, it is just good mathematics teaching! Invited keynote speaker at the National Science Foundation funded conference: Midwestern Noyce Regional Conference – Preparing Excellent STEM Teachers for Urban and Rural High-Need Schools, Indiana University-Purdue University Indianapolis, Indianapolis, IN. Stinson, D. W. (2009, September). The many roles of an academic professional: Author, reviewer, and editor. Invited speaker to Advanced Seminar in Qualitative Research EPS 8970, College of Education, Georgia State University, Atlanta, GA. Stinson, D. W. (2009, September). The proliferation of theoretical paradigms quandary: How one novice researcher used eclecticism as a solution? Invited speaker to Research Seminar in Language and Literacy and Social Studies Education EDCI 9850, College of Education, Georgia State University, Atlanta, GA. Stinson, D. W. (2009, July). Invited participant at Case Study Data Camp (a National Science Foundation funded week-long workshop examining an extensive qualitative dataset on successful African American mathematics teachers of African American students), University of Maryland, College Park, MD. Stinson, D. W. (2009, March). Tips for writing in the academic community. Invited speaker to Advanced Research Seminar in Language and Literacy Education EDRD 9870, College of Education, Georgia State University, Atlanta, GA. Stinson, D. W. (2009, February). Negotiating sociocultural discourses: The counter-storytelling of academically (and mathematically) successful African American male students. Invited speaker MSIT Brown Bag Series: Race, Class, and Culture in Education, Georgia State University, Atlanta, GA. Stinson, D. W. (2009, February). Negotiating sociocultural discourses: The counter-storytelling of academically (and mathematically) successful African American male students. Invited speaker to Education and Cultural Diversity EDS 771, Division of Educational Studies, Emory University, Atlanta, GA. Stinson, D. W. (2008, March). Chair, A place at the table for marginalized voices paper session at the annual meeting of the American Educational Research Association, New York, NY. Stinson, D. W. (2007, November). Invited participant National leadership summit on the mathematics education of Black children: An agenda for impact 07, Georgia State University, Atlanta, GA. Stinson, D. W. (2006, April). Discussant, Complicating notions of difference, resistance, and success paper discussion session at the annual meeting of the American Educational Research Association, Chicago, IL. Stinson, D. W. (2006, March). The theoretical paradigm quandary: Eclecticism as a solution? Invited speaker to Ethnography II EPTD 8510, College of Education, Georgia State University, Atlanta, GA. Stinson – Curriculum Vitae 24 Stinson, D. W. (2006, February). The theoretical paradigm quandary: Eclecticism as a solution? Invited speaker to the Association of International Students of Education, College of Education, Georgia State University, Atlanta, GA. Stinson, D. W. (2005, July). Expanding science: What are they so afraid of? Invited speaker to the Department of Middle-Secondary Education and Instructional Technology-Mathematics Education Unit, Doctoral Research Seminar, Georgia State University, Atlanta, GA. Stinson, D. W. (2005, March). African American male students and school mathematics, Invited speaker to the Department of Mathematics Education, Mathematics Education Student Association Colloquium, University of Georgia, Athens, GA. Stinson, D. W. (2004, September). Invited participant at annual Research Symposium: Optimizing mathematical achievement for all students, University of Maryland, College Park, MD. Stinson, D. W. (2002, October). Presider, Culture session at the 24th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Athens, GA. TEACHING Georgia State University Teaching Assignments (Program; +100% online course) +ECE 6391 Teaching Mathematics in Urban Schools; times taught: 2; enrollment average: 10 students (100% synchronous online COVID-19) +ECE 6392 Critical Issues in Elementary Mathematics; times taught: 1; enrollment average: 10 students (100% synchronous online COVID-19) ECE 9870 Internship; times taught: 1; enrollment average: 1 student (PhD) EDCI 3220 Understanding and Supporting Middle School Learners; times taught: 1; enrollment average: 17 students EDCI 6660 Introduction to Secondary Instruction; times taught 5; enrollment average 11 students (MAT–MTE) EDCI 7660 Practicum I; times taught 5; enrollment average: 8 students (MAT–MTE) EDCI 7670 Practicum II; times taught 4; enrollment average: 14 students (MAT–MTE) EDCI 7680 Practicum III; times taught 4; enrollment average: 14 students (MAT–MTE) EDCI 7975 Graduate Assistant (course release); times 4; enrollment average: 16 students (PhD) EDCI 8400 Dynamics of Teaching, Learning, and Curriculum Development; times taught 3; enrollment average: 17 students (EdS) EDCI 8810 Directed Reading; times taught: 3; enrollment average: 2 students (Overview of Mathematics Education; Philosophy of Mathematics; Feminist Pedagogy) (PhD) Stinson – Curriculum Vitae 25 EDCI 8970 Introduction to the Ph.D. in Mathematics Education (Seminar in Teaching and Learning); times taught: 7; enrollment average: 9 students (PhD) EDCI 8970 Foucault in Education (Seminar in Teaching and Learning); times taught: 1; enrollment average: 9 students (PhD) EDCI 9660 Internship; times taught: 8; enrollment average: 8 students (PhD, 7 times as course) EDCI 9900 Critique of Education Research; times taught: 5; enrollment average: 8 students (PhD) EDCI 9990 Dissertation; times: 17; enrollment average: 2 students (PhD) EDCI 9990 Dissertation; times taught (as course): 13; enrollment average: 7 students (PhD) EDMT 6560 Principles of Mathematics Instruction; times taught: 3; enrollment average: 6 students (MAT–MTE) EDMT 7530 Mathematics Concepts for Middle Level Childhood Education I; times taught 3; enrollment average: 13 (MAT–MLE) EDMT 7560 Theory and Pedagogy of Mathematics Instruction; times taught 6; enrollment average: 9+ students (MEd–MTE/MAT-MTE) +EDMT 7560/EDMT 7530/EDMT 7400–summer 2020 only TPMI, MCMLCE, MSPE; times taught: 2; enrollment average: 11+ students (Online MEd, MAT-MLE, MEd-Special Education; 100% synchronous online COVID-19) +EDMT 7560 Theory and Pedagogy of Mathematics Instruction; times taught 2; enrollment average: 10 (MAT and MEd); 100% asynchronous online EDMT 8290 What is Mathematics, Really? (The Study of Learning and Instruction in Mathematics); times taught: 1; enrollment average: 15 students (PhD, EdS, MEd–MTE) +EDMT 8290 Critical Theory and Teaching for Social Justice (The Study of Learning and Instruction in Mathematics); times taught 1; enrollment average: 7 students (100% synchronous online COVID19) EDMT 8420/EDMT 8290/EDMT 8550 Critical Theory and Teaching for Social Justice (Topics in School Mathematics Curriculum/The Study of Learning and Instruction in Mathematics/Trends and Issues); times taught: 9; enrollment average: 12 students (PhD, EdS, MEd–MTE) EDMT 8420/EDMT 8290/EDMT 8550 Mathematics within the Postmodern (Topics in School Mathematics Curriculum/The Study of Learning and Instruction in Mathematics); times taught: 6; enrollment average: 9 students (PhD, EdS, MEd–MTE) EDMT 8430 Sociocultural and Sociohistorical Issues of Mathematics Education; times taught: 6; enrollment average: 12 students (PhD, EdS, MEd–MTE) +EDMT 8430 Sociocultural and Sociohistorical Issues of Mathematics Education (online); times taught: 3; enrollment average: 12 students (PhD, EdD, MEd–MTE) Stinson – Curriculum Vitae 26 EDMT 8550 Current Discourses of Equity (Trends and Issues in Mathematics Education); times taught: 1; enrollment average: 10 students (PhD, MEd–MTE) EDMT 8550 Exploring the Meanings and Possibilities of Urban Mathematics Education (Trends and Issues in Mathematics Education); times taught: 1; enrollment average: 13 students (PhD, MEd– MTE) EDMT 8550/EDCI 8970 Rebooting Your Ph.D. (Trends and Issues in Mathematics Education/Seminar in Teaching and Learning); times taught: 2; enrollment average: 8 students (PhD) EDMT 9870 Advanced Research Seminar in Mathematics Education; times taught: 5; enrollment average: 8 students (PhD) EDUC 2120 Exploring Sociocultural Perspectives on Diversity; times taught 7; enrollment average: 23 students (BSEd) +EDUC 2120 Exploring Sociocultural Perspectives on Diversity (online); times taught 2; enrollment average: 23 students (BSEd) GSU 1010 New Student Orientation (Freshman Learning Community): Careers in Mathematics and Science Education; times taught 1; enrollment average: 22 students University of Georgia Teaching Assignments EMAT 8990 Research Seminar in Mathematics Education: Rethinking Mathematics Education from a Critical Pedagogy Perspective (co-created and -taught); times taught: 1; average enrollment: 9 students; spring 2001 EMAT 6000 Special Problems in Mathematics Education: Sociocultural and Sociohistorical Issues of Mathematics Education (co-created and -taught); times taught: 1; average enrollment: 13 students; spring 2004 EMAT 3450 School Practicum in Secondary Mathematics, times taught: 4; average enrollment: 4 students; spring 2002, fall 2001, spring 2001, fall 2000 Westlake High School Teaching Assignments Advanced Placement Calculus, Advanced Placement Statistics, Honors Pre-Calculus, Accelerated Advanced Algebra & Trigonometry, Accelerated Honors Algebra II, Honors Algebra II, Accelerated Honors Geometry, Magnet Algebra I, Algebra I, Senior Algebra II, Fundamentals of Statistics, Algebra I-Concepts I, Fundamentals of Algebra, Pre-Algebra Courses Developed at Georgia State University EDMT 8550/EDCI 8970 Rebooting Your Ph.D. (within existing course numbers), creator and instructor, summer 2015, summer 2016 EDMT 8550 Current Discourses of Equity in Mathematics Education (within existing course number), creator and instructor, summer 2013 Stinson – Curriculum Vitae 27 EDMT 8550 Exploring the Meanings and Possibilities of Urban Mathematics Education (within existing course number), creator and instructor, summer 2012 EDCI 8970 Foucault in Education (within existing course number), creator and instructor, spring 2010 EDMT 8290 What is Mathematics, Really? (within existing course number), co-creator and instructor (with Kimberly White-Fredette, doctoral student), summer 2007 EDMT 8430 Sociocultural and Sociohistorical Issues of Mathematics Education, creator and instructor (new course number), spring 2007, spring 2008, spring 2009, spring 2013, summer 2014, summer 2015, spring 2016, summer 2022 EDMT 8420/EDMT 8290/EDMT 8550 Critical Theory and Teaching Mathematics for Social Justice (within existing course numbers), creator and instructor, spring 2006, fall 2008, fall 2009, spring 2012, fall 2014, spring 2015, summer 2018, fall 2020, summer 2023 EDMT 8290/EDMT 8420/ EDMT 8550 Mathematics Education Within the Postmodern (within existing course numbers), creator and instructor, summer 2004, summer 2005, spring 2009, fall 2015, summer 2020 Graduate Student Committees 22 PhD students, chair, completed, +received the Annual Outstanding Mathematics Education PhD Student Award: • Carrie Carmack: Re–membering Student–Faculty Interaction within a Critically Transitive Pedagogy: A Re-retelling of an Undergraduate Mathematics Instructor, spring 2024, University of West Georgia, University College, Department of General Education: Senior Lecturer, Mathematics (transitioning to Assistant Professor Tenure Track Fall 2024) https://scholarworks.gsu.edu/mse_diss/167/ • Tonya DeGeorge+: Perceptions of Mathematics Success of Undergraduate Women Pursuing STEM Degrees Who First Language Is Not English, spring 2024, Georgia Gwinnett College, School of Science and Technology, Department of Mathematics and Statistics: Instructor, Mathematics/Gwinnett County Public Schools: Mathematics Teacher https://scholarworks.gsu.edu/mse_diss/165/ • Monisola Olubuyide McGlone (co-chair): A Narrative Inquiry of International Secondary Mathematics Teachers’ Classroom Experiences in the United States and Their Influence on Student Learning, spring 2024, Kennesaw State University, Department of Mathematics: Instructor, Mathematics https://scholarworks.gsu.edu/mse_diss/168/ • Alexandra Starke+: School Culture and Mathematics Teachers’ Experiences: A Story of Johnson High School, fall 2022, Hall County Public Schools: Mathematics Department Chair/Instructional Coach https://scholarworks.gsu.edu/mse_diss/138/ • Douglas Edwards: Computational Thinking and Its Mathematics Origins Through Purposeful Music Mixing with African American High School Students, fall 2021, Georgia Institute of Technology – Center for Education Integrating Science, Mathematics, and Computing (CEISMC): Senior Research Associate (retired) https://scholarworks.gsu.edu/mse_diss/133/ • Elijah Porter II+: Semiotics and Symbiosis––“Gap-Closing”: How Signs, Symbols, and Structure Impact the Teaching and Learning of Mathematics for Middle School African American Students, spring 2021, Gwinnett County Public Schools: Mathematics Teacher https://scholarworks.gsu.edu/mse_diss/110/ Stinson – Curriculum Vitae • • • • • • • • • • • • 28 Dihema Longman (co-chair): Unsolicited Narratives: The Experiences of Afro-Caribbean Women as Mathematics Learners and as Educators in U.S. Institutions of Higher Education, spring 2020, Perimeter College at Georgia State University, Department of Mathematics: Interim Department Chair, Associate Professor, Mathematics https://scholarworks.gsu.edu/mse_diss/96/ Dean Potts: Young Black Men and Mathematics: Exploring Changes, Influences, and Perceptions of Social Justice Pedagogy, spring 2020, Atlanta Public Schools: Mathematics Teacher https://scholarworks.gsu.edu/mse_diss/97/ Katrina Stanfield (co-chair): Yes, We Like Math Too! – African American Women Mathematics Educators’ Stores of Success, spring 2020, Newton County Schools: Assistant Principal https://scholarworks.gsu.edu/mse_diss/98/ Akhenaten Hotep Amun: Creating Mathestein: Exploring the Construction and Development of Mathematical Identity for K–12 Students, fall 2019, Henry County Schools: Mathematics Teacher https://scholarworks.gsu.edu/mse_diss/88/ Ervin China+: Investigating College Algebra Help-Seeking Behaviors of African American Community College Students: A Hierarchical Linear Modeling Approach, fall 2019, Perimeter College at Georgia State University, Department of Mathematics: Assistant Professor Tenure Track, Mathematics https://scholarworks.gsu.edu/mse_diss/91/ Susan Cannon+: Doing Science: Data Enactments in Mathematics Education and Qualitative Research, spring 2019, Mercer University: Assistant Professor Tenure Track/University of Georgia, Department of Mathematics, Science, and Social Studies Education: Assistant Professor Tenure Track, Mathematics Education (submitting P&T Fall 2024) https://scholarworks.gsu.edu/mse_diss/77/ Alesia Mickle Moldavan+: Navigating Reform in Mathematics Teacher Education: Teachers Educators’ Responses to EdTPA and Professional Organizations’ Initiatives, spring 2018, Fordham University: Assistant Professor Tenure Track/Georgia Southern University, Department of Elementary and Special Education: Assistant Professor Tenure Track, Mathematics Education (submitting P&T Fall 2024) https://scholarworks.gsu.edu/mse_diss/59/ Jason Hunter: The Male African American Teaching African American Male Students: Exploring Teacher Influence on Students’ Perceptions of Teacher Care and Attitudes Toward Mathematics, summer 2017, DeKalb County School District: Mathematics Teacher https://scholarworks.gsu.edu/mse_diss/47/ Morgin Jones Williams+ (co-chair): Mathematical Talented Black Women of Spelman College, 1980s to 2000s, fall 2016, University of South Carolina Beaufort, Department of Mathematics: Associate Professor, Mathematics https://scholarworks.gsu.edu/mse_diss/40/ Pamela Hughes: The Relationship of Mathematics Anxiety, Mathematical Beliefs, and Instructional Practices of Elementary School Teachers, fall 2015, Coweta County School System: Mathematics Teacher (retired) https://scholarworks.gsu.edu/mse_diss/21/ Erika Bullock+: An Archaeological/Genealogical Historical Analysis of the National Council of Teachers of Mathematics Standards Documents, spring 2013, University of Memphis: Assistant Professor Tenure Track/University of Wisconsin–Madison: Associate Professor, Department of Curriculum and Instruction, Mathematics https://scholarworks.gsu.edu/msit_diss/110/ John (Jay) Wamsted: A High School Mathematics Teacher Tacking Through the Middle Way: Toward a Critical Postmodern Autoethnography in Mathematics Education, spring 2013, Atlanta Public Schools/Cobb County School District: Mathematics Teacher https://scholarworks.gsu.edu/msit_diss/113/ Stinson – Curriculum Vitae • • • • 29 Carla Bidwell: Successful White Mathematics Teachers of African American Students, summer 2010, Metropolitan Regional Educational Service Agency (retired) https://scholarworks.gsu.edu/msit_diss/69/ Barry Shildneck: Female Students and Achievement in Secondary School Mathematics, fall 2009, Cobb County School District: Mathematics Teacher https://scholarworks.gsu.edu/msit_diss/59/ Christopher Jett+: African American Men and College Mathematics: Gaining Access and Attaining Success, summer 2009, Georgia State University: Clinical Assistant Professor/University of West Georgia: Professor/Georgia State University: Associate Professor, Department of Middle and Secondary Education, Mathematics Education (submitting full professor Fall 2025) https://scholarworks.gsu.edu/msit_diss/44/ Kimberly White-Fredette: What is Mathematics: An Exploration of Teachers’ Philosophies of Mathematics During a Time of Curriculum Reform, summer 2009, Gordon State College (retired) https://scholarworks.gsu.edu/msit_diss/46/ 1 EdD student, chair, completed: • Rachel Seasholtz+ (co-chair): Mathematical Voices from the South: Book Clubs as a Conduit for Intersectional Inquiry and Praxis within a High School Mathematics Teacher Critical Friends Group, summer 2023, Decatur City Schools/Troy School District, Troy Michigan: High School Mathematics Specialist https://scholarworks.gsu.edu/mse_diss/152/ 10 PhD students, committee member, completed: • Wade Morris: Getting Carded: A Micro-Foucauldian History of the Report Card (1835– 1935), spring 2022 – Middle and Secondary Education, Social Studies Education • Kayla Myers: A Different Story of Beliefs: Preparing Elementary Mathematics Specialists (as-Subjects) and Reconceptualizing Teacher Beliefs (as-Entanglement), fall 2018 – Early Childhood Elementary Education, Mathematics Education • Jeffery Morrison: Pedagogical Dialogue: A Study of Pedagogical Dialogue in a Multicultural Education Theory Course, spring 2017 – Educational Policy Studies • Donald Brown: Impact of Student Teaching on the Mathematics Teaching Efficacy Beliefs of Preservice Elementary Teachers, fall 2016 – Middle and Secondary Education, Mathematics Education • Jacqueline Hennings: How Do Curriculum Mandates Influence Teaching Practices of High School Mathematics Teachers?, fall 2016 – Middle and Secondary Education, Mathematics Education • Isaac Gitonga: Utilizing Semiotic Perspective to Investigate Algebra II students’ Exposure to and use of Multiple Representations in Understanding Algebraic Concepts: An Exploratory Case Study, summer 2016 – Middle and Secondary Education, Mathematics Education • Lauren Bradshaw: Practical Paternalism: G. Gunby Jordan’s Quest for a Vocational School System in Columbus, Georgia, spring 2016 – Middle and Secondary Education, Social Studies Education • Amy Pelissero: Transgressing the Borders: Text and in a Refugee Women’s Book Club, spring 2016 – Middle and Secondary Education, Language and Literacy Education • Dorothy Lewis Grace: An Investigation of the Influence of Instructional Coaching on Retention of Mathematics Teachers, summer 2011 – Middle-Secondary Education and Instructional Technology, Mathematics Education • Carol Taylor: Promoting Mathematical Understanding through Open-Ended Tasks: Experiences of an Eight-Grade Gifted Geometry Class, spring 2008 – Middle-Secondary Education and Instructional Technology, Mathematics Education Stinson – Curriculum Vitae 30 4 EdS students, major professor, completed: • Dean Potts: Professional Portfolio, fall 2013 • Cassandra Accurso: Professional Portfolio, spring 2009 • Angela McCreery: Algebra I Revisited: Beginning at the End in a Gateway Mathematics Course, fall 2007 • Carl Chernard: Using Writing to Improve Student Achievement in the Mathematics Classroom, fall 2006 20 MEd students, completed: • Yolaida Amaya, summer 2013 • Keshia Sheriff, fall 2011 • Michael Zellous, fall 2011 • Amanda Schumann, summer 2011 • Laura Stott, spring 2011 • Lindell Coker, summer 2010 • Jamie Fitzpatrick, summer 2010 • Carri Carver, fall 2009 • David Girmay, summer 2009 • Lauren McKinley, summer 2009 • Kirsten Scott, summer 2009 • Wenona Young, summer 2009 • Monica Vestal, spring 2009 • Tasha Allen, fall 2008 • Sandra Bradley, fall 2008 • Amy Buchanan, fall 2008 • Danielle Shea, fall 2008 • Erica Bullock, summer 2008 • Katrina Stanfield, summer 2008 • Candace Williams, summer 2008 Honors and Awards for Teaching Georgia State University: • Nominated for Outstanding Faculty Teaching Award 2010–2011, Georgia State University, College of Education • Nominated for Outstanding Faculty Achievement Award 2009–2010, Georgia State University • Nominated for Outstanding Faculty Teaching Award 2009–2010, Georgia State University, College of Education • Nominated for Outstanding Faculty Teaching Award 2007–2008, Georgia State University, College of Education Westlake High School: • Teacher of the Year, Finalist, 2000 • Who’s Who Among America’s Teachers, 2000, 2002, 2004 • The Atlanta Journal & Constitution Honor Teacher Award Nominee, 1999 • Magnet Educator of the Year—Math Teacher of the Year, 1999 • Georgia Institute of Technology: Center for Education Integrating Science, Mathematics, and Computing (CEISMC), Georgia Industrial Fellowships for Teachers (GIFT) Fellow Stinson – Curriculum Vitae 31 Summary of student evaluations Course Times Taught Number of Students Number of Responses Average: All 12/16 Questions1 4.9 3.1 Question 13: Overall Teaching Effectiveness2 ECE 6391++ 2 19 9 ECE 6392++ 1 10 6 ECE 9870 1 1 EDCI 3220 1 17 7 4.8 * EDCI 6600 5 55 45 4.8 4.6 EDCI 7660 5 32 EDCI 7670 4 28 EDCI 7680 4 28 EDCI 8400 3 52 45 4.7 4.6 EDCI 8960 1 1 EDCI 8970 8 74 42 4.9 * EDCI 9660 8 67 EDCI 9900 5 42 15 4.7 * EDCI 9990 33 161 EDMT 6560 2 15 9 4.9 4.9 EDMT 7530 3 38 25 4.7 * EDMT 7560 5 44 36 4.7 4.7 EDMT 7560~ 2 23 16 4.9 * EDMT 7560# 2 20 12 4.8 EDMT 8290 5 73 54 4.9 4.9 EDMT 8290++ 1 7 2 5.0 EDMT 8290+ 1 10 EDMT 8420 3 38 33 4.9 * EDMT 8430 7 82 59 4.8 * EDMT 8430+ 1 10 10 4.4 4.3 EDMT 8550 5 45 23 4.8 * EDMT 8550++ 1 8 2 5.0 * EDMT 9870 3 24 8 5.0 * EDMT 9870++ 1 7 2 5.0 * EDUC 2120 7 177 140 4.8 4.9 EDUC 2120+ 1 13 10 4.8 * GSU 1010+++ 1 22 16 3.7 3.8 71 Courses** 609 Responses/862 Students = 70.6% Response Rate ~4.8 Total Average of All Questions Note: 1Scale is from 1.0–5.0, with 5.0 = Very Descriptive. 2Scale is from 1.0–5.0, with 5.0 = Extremely Effective; question not asked Fall 2013 forward + 100% online course (No SE Fall 2021) ++ 100% Synchronous online course (COVID-19) # 100% online course (MEd, MAT, STEM) +++GSU 1010 used the College of Arts and Sciences Evaluation of Instructor form, 17 total questions. Scale was from 1.0–5.0, with 5.0 = Very High. ~ 100% online combined EDMT 7400, EDMT 7430, and EDMT 7560 (COVID-19; No SE SU 2021) * New Student Evaluation Form beginning with the 2014/15 AY, a total of 16 questions and Question 13 (Overall Teaching Effectiveness) was removed **Courses not listed, no evaluations required: EDCI 9990, EDCI 9660, EDCI 8810, EDCI 7660, EDCI 7670, EDCI 7680 SERVICE Service to the Profession • Co-host, Local Organizing Committee – 13th International Conference of Mathematics Education and Society (MES13; https://www.mescommunity.info), Atlanta, GA, August 2022–May 2024 Stinson – Curriculum Vitae • • • • 32 Member, Regional Advisory Committee – 8th International Mathematics Education and Society Conference (MES8; https://www.mescommunity.info), 2013–2015 Membership: o American Association of University Professors (AAUP), 2007–2022 o American Educational Research Association (AERA), Division G-Social Context of Education; SIGS: Critical Education for Social Justice, Foucault and Education, Queer Studies, Research Focus on Black Education, Research in Mathematics Education, 2004– 2021 o Benjamin Banneker Association (BBA) o Gay, Lesbian and Straight Education Network (GLSEN), 2007– o Georgia Council of Teachers of Mathematics (GCTM) o Georgia Association of Mathematics Teachers Educators (GaAMTE) o National Council of Teachers of Mathematics (NCTM), 1996–2021 Member/Co-founder, Development Committee for Journal of Urban Mathematics Education (JUME), 2007–2008 Partnership for Reform in Science & Mathematics (PRISM) o Metro Atlanta Regional PRISM Teaching and Learning Institute. Mableton, GA, April 28, 2008 o Professional Learning Conference for Exploring Socio-Cultural Perspectives on Diversity. Macon, GA. January 24–26, 2007 o Generating Inquiry Questions in Science and Mathematics. Cordele, GA, November 3–4, 2006 o Metro Atlanta Regional PRISM Teaching and Learning Institute. Mableton, GA, October 15–16, 2006 o Improving Student Learning in Introductory Science, Math, and Engineering Courses. Atlanta, GA, January 26, 2006 o Assessment in Mathematics: What Do Our Students Know? Marietta, GA, October 14– 15, 2005 o How Do We Access Our Students in Our Courses? How Can We Do It Better? Savannah, GA, February 25–26, 2005 o Fostering and Rewarding Faculty Engagement in P–16 Education, Atlanta, GA, February 17–18, 2005 Service to the Community • • • • Membership: o American Civil Liberties Union (ACLU) o National Association for the Advancement of Colored People (NAACP) o The Carter Center o Human Rights Campaign (HRC) o Gay Straight Education Network (GLSEN) o Georgia State University Alumni Association o The University of Georgia Alumni Association Stinson, D. W. (2006, November). A career in mathematics or science education: Why I think it’s important. Invited speaker at the annual Westlake High School Mathematics & Science Magnet Program Pinning Ceremony, Atlanta, GA. University System of Georgia Early College Curriculum Working Group, Atlanta, GA, April 14– 15, 2005; November 3–4, 2005 Georgia Department of Education Office of Curriculum and Instruction, Preparing Teachers to Teach the New GPS, Atlanta, GA, February 3–4, 2005 Stinson – Curriculum Vitae 33 Service to the University University: • Member, Evaluation Committee for Associate Provost for Office of Institutional Effectiveness, Spring 2021 • Member, GSU Senate – Representing MSE Department, 2020–2022 o Member, Faculty Affairs Committee o Member, Admissions and Standards Committee • Member, Institute for Women’s, Gender, and Sexualities Studies Graduate Committee, 2015– 2023 • Member, Institute for Women’s, Gender, and Sexualities Studies affiliated faculty 2007–2024 • Member, American Association of University Professors at Georgia State University (AAUP @ GSU), 2018–2022 o Chapter President, November 2018–August 2020 • Member, Evaluation Committee for Vice President for Public Relations and Marketing, Fall 2019 • Institutional Review Board (full voting member), January 2016–June 2017 • Member, GSU Senate – Representing MSE Department, 2013–2015 o Member, Admissions and Standards Committee o Member, Student Discipline Committee • Member, Institute for Women’s, Gender, and Sexualities Studies Director Search Committee, 2013 • Lead contact for LGBTQ Faculty Learning Community, under the direction of the Senior Faculty Associate for Underrepresented Faculty, Dr. Cora Presley, 2009–2010 • Safe Space provider to lesbian, gay, bisexual, and transgender people (UGA), 2003–2004 College: • Member, Evaluation Committee for Dean College of Education and Human Development, Spring 2022 • Member, Advisory Committee on Faculty Promotion and Tenure (ACFPT), 2021–2022 • Member, COACHE Ad Hoc Committee, 2020–2021 • Member, Faculty Search Committee for Assistant Professor Elementary Mathematics Education TT, 2020–2021 • Member, Promotion & Tenure Committee – Full Professor, Department of Early Childhood and Elementary Education, 2017 • Member, Committee on Research and Scholarship, 2013–2018 o Chair August 2017– December 2018 • Member, Dean’s Faculty Advisory Committee, (Dean Kamphaus) 2009–2011 • Co-Project Coordinator, Urban Graduate Research Collaborative, 2008–2011 • Member, Ad Hoc Committee on Doctor of Education Degree Program, 2008 • Committee on Diversity of the College Community, 2006–2011 o Chair 2009–2011 o Coordinator of sub-committee on Environment 2006–2008 • Spearheaded Informal Exploratory Committee for Interdisciplinary Qualitative Research Certificate, 2005–2006 • Member, Selection Committee for Urban Graduate Research Assistants for COE’s Urban Graduate Research Collaborative, May 2005 • Member, Dean’s Council on Diversity (UGA), 2003–2004 Stinson – Curriculum Vitae 34 Department: • Member, Promotion & Tenure Committee, 2023–2024 • Review of MSE Senior Associate Professors, Spring 2024 • Unit Leader – Mathematics Education, 2009–2011; 2016–2023 • Member, Assistant/Associate Mathematics Education Professor Search Committee, 2021 o Chair • Member, Leadership Team, 2009–2011; 2016–2023 • Member, Doctoral Coordinator Committee, 2015–2023 • Program Coordinator for Doctor of Philosophy in Teaching and Learning-Mathematics Education, 2009–2023 o Updated PhD Student Handbook: November 2022, August 2022, November 2020, August 2018, June 2016, November 2015, April 2015, March 2013, October 2010, March 2009, December 2008, January 2007 o Co-coordinator, 2005–2008 • Faculty Mentor: Dr. Miyoun Lim (2006–2011, returned to Seoul, South Korea); Dr. Stephanie Behm Cross, promoted to Associate Professor w/tenure (2009– ); Dr. Nickolaus Ortiz (2019– ) • Wrote Curriculum Proposals to streamline (i.e., “efficiency”) PhD, EdD, MEd, and MAT degree programs, October 2022 • Academic Program Review (APR), Summer 2019–Spring 2020 o Chair • Review of MSE Senior Associate Professors, Spring 2020 • Member, Faculty Search Committee for Assistant Professor Mathematics Education TT, 2018– 2019 • Member, Promotion & Tenure Committee, 2018–2019 • Member, Ad Hoc Doctoral Degree Committee, 2015 • Member, Ad Hoc MSE Bylaws Committee, 2015 o Chair • Member, Chair Search Committee, 2014 o Chair • Member, Faculty Evaluation for Tenure and Tenure-track Faculty, 2010–2012, 2014–2016 o Chair: 2011, 2012, 2015 • Member, Promotion & Tenure Committee, 2012–2014 • Prepared 2013 National Council for Accreditation of Teacher Education (NCATE) report for Master of Education-Mathematics Education, 2012–2013 • Member, Ad Hoc Committee to Develop MSIT 2013 Bylaws, 2013 • Program Coordinator for Master of Education-Mathematics Education, 2005–2012 • Member, Advanced Graduate Degree Committee, 2008–2009 • Member, Faculty Search Committee for assistant/associate/full mathematics education professor, 2008–2009 • Member, Ad Hoc Committee to Develop MSIT 2008 Bylaws, 2008 • Member, Committee on Diversity, 2005–2007 • Prepared 2007 National Council for Accreditation of Teacher Education (NCATE) Special Visit report for Master of Education-Mathematics Education, 2007 • Co-developed Bachelor of Science-Master of Arts for Teachers (BS-MAT) program (a seamless, 5-year program of study for students who are earning a Bachelor of Science degree in mathematics or engineering), 2006–2007 • Co-prepared 2005 NCATE report for Master of Education-Mathematics Education, 2005–2006 • Lead writer on 2006–2007 curriculum changes for Master of Education-Mathematics Education, 2005–2006 Stinson – Curriculum Vitae • • • • • 35 Co-writer in redesigning the Doctor of Philosophy in Teaching and Learning with a Concentration in Mathematics Education degree program, 2005–2008 Co-developed mission statement, goals and activities, administrative structure of Institute for Mathematics Education, 2005–2007 Member, Faculty Search Committee for associate/full mathematics education professor, 2006– 2007 Organized and facilitated Doctoral Research Seminar entitled Possibilities and Challenges in Teaching for Social Justice, special guest lecturer: Eric (Rico) Gutstein, University of IllinoisChicago. Georgia State University, Atlanta, GA, March 2007. Organized and facilitated Doctoral Research Seminar entitled Getting Smart in Our Response to “Scientific” Research in Education, special guest lecturer: Elizabeth (Bettie) Adams St. Pierre, University of Georgia. Georgia State University, Atlanta, GA July 2005. PROFESSIONAL DEVELOPMENT Conferences Attended (but did not present): • • • • • • • Annual Conference of Georgia Council of Teachers of Mathematics, October 19, 2007, Eatonton, GA Annual Conference of Georgia Council of Teachers of Mathematics, October 19, 2006, Eatonton, GA. Annual Conference of Interdisciplinary Qualitative Studies, January 6–8, 2006, Athens, GA. Annual Conference of National Association for Multicultural Education, November 9–13, 2005, Atlanta, GA. Annual Conference of Georgia Council of Teachers of Mathematics, October 20, 2005, Eatonton, GA. International Congress of Qualitative Inquiry, May 5–7, 2005, Urbana-Champaign, IL. Annual Conference of Georgia Council of Teachers of Mathematics, Mathematics, October 14, 2004, Eatonton, GA. Workshops: • • • The Institute of Education Sciences (IES) Grant Writing Workshop (Webinar), Georgia State University, Atlanta, GA, May 20, 2008 Critical Friends Training, National School Reform Faculty – Harmony Education Center, Georgia State University, Atlanta, GA, October 22, 2007 Institute for Communication Improvement, The Grant Institute, Grants 101: Professional Grant Proposal Writing; Georgia Institute of Technology, Atlanta, GA, April 18–20, 2007. Courses Audited: • WSt 8290, Youth and Sexualities, Dr. Susan Talburt, Georgia State University, spring 2006 Secondary Education Professional Development: • • • • Alternative Assessment for Algebra I and Geometry (70 hrs) Algebra I CORD Applied Mathematics (40 hrs) Texas Instrument TI-82 (20 hrs) Technology in the Classroom (16 hrs) Stinson – Curriculum Vitae • • Gifted Education (10 hrs) Mini-tab Statistical Software (8 hrs) The College Board Summer Institutes: • Advanced Placement Calculus (40 hrs) • Advanced Placement Statistics (40 hrs) • Pacesetter Pre-calculus (60 hrs) 36